Journal articles: 'Community college instructors'

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Parnes, McKenna F., Carola Suárez-Orozco, Olivia Osei-Twumasi, and Sarah E. O. Schwartz. "Academic Outcomes Among Diverse Community College Students: What Is the Role of Instructor Relationships?" Community College Review 48, no. 3 (March 6, 2020): 277–302. http://dx.doi.org/10.1177/0091552120909908.

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Objective: Although much research on community colleges focuses on institutional challenges or student deficits, emerging evidence suggests that student–instructor relationships have the potential to impact student success. The current study examined factors that could influence community college students’ development of relationships with instructors and how these relationships are associated with academic engagement and achievement. Drawing on literature exploring student–instructor relationships at 4-year institutions, we hypothesized that students’ relationships with instructors may partially account for the association between student demographic and relational characteristics and academic outcomes (i.e., cognitive and behavioral engagement, grade point average [GPA]). Method: Survey data were collected from 646 ethnically and racially diverse participants, many of whom were first-, second-, or third-generation immigrants, or first-generation college students. Employing a between-subjects, cross-sectional design, we tested the main study hypotheses of mediation through a series of path analysis models using Mplus. Results: Students with higher support-seeking attitudes and students with a mentor reported closer relationships with instructors, whereas part-time students reported weaker relationships with instructors. In turn, student–instructor relationships were significantly associated with both cognitive and behavioral aspects of academic engagement and GPA. Conclusion: This study provides insight into the various factors that may influence community college students’ development of relationships with instructors and highlights the direct and indirect influence of these relationships on student success. Implications for future practice include finding strategies that can be implemented at community colleges to foster student–instructor relationships. Future research should further explore these associations using longitudinal data to gain a deeper understanding of current findings.

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Barrett, Karinda R., Beverly L. Bower, and Nancy C. Donovan. "Teaching Styles of Community College Instructors." American Journal of Distance Education 21, no. 1 (May 10, 2007): 37–49. http://dx.doi.org/10.1080/08923640701298738.

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Smith, Glenn Gordon, David Ferguson, and Mieke Caris. "Teaching on-Line versus Face-to-Face." Journal of Educational Technology Systems 30, no. 4 (June 2002): 337–64. http://dx.doi.org/10.2190/ffwx-tjje-5afq-gmft.

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This study investigates and describes the current instructor experience of teaching college courses over the Web (versus in face-to-face formats) in terms of the teaching strategies, social issues, and emergent issues such as media effects. We interviewed 22 college instructors who had taught in both formats. Four of the interviews were made by telephone and eighteen by e-mail. Interview fragments were categorized and counted for frequency to highlight emerging trends. Results indicate that Web-based classes have a profoundly different communication style than face-to-face classes. This has far-reaching consequences for on-line classes in terms of greater equality between students and instructors, greater explicitness of written instructions required, greater workloads for instructors and deeper thinking manifested in discussions, initial feelings of anonymity giving way later to emerging on-line identities. Authors propose a model with two competing systems, isolation effects versus community effects.

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BoarerPitchford, Julie. "Assessment Practices of Instructors in Community College." Community College Journal of Research and Practice 38, no. 12 (May 8, 2014): 1067–82. http://dx.doi.org/10.1080/10668926.2011.567175.

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Kolokithas, Angelo. "Spreading Undergraduate Research Experiences across a Community College." Scholarship and Practice of Undergraduate Research 4, no. 3 (May 28, 2021): 60–61. http://dx.doi.org/10.18833/spur/4/3/4.

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This vignette discusses the impacts of undergraduate research experiences on the students of Northeast Wisconsin Technical College (NWTC) through models for course and summer undergraduate research experiences (CURE, SURE). For the CURE, NWTC instructors have joined the Tiny Earth Initiative (n.d.), a network of students and instructors that focuses on student sourcing of antibiotics from soil. A SURE was created in which students commit to an internship in virology research of 8 hours a week.

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Allen, J. E., and C. Cruz. "Professional Development in Remote Sensing for Community College Instructors." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XL-1 (November 7, 2014): 19–25. http://dx.doi.org/10.5194/isprsarchives-xl-1-19-2014.

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The ingredients for the highly successful, ongoing educator professional development program, "Integrated Geospatial Education and Technology Training–Remote Sensing (iGETT-RS)" came into place in 2006 when representatives of public and private organizations convened a two-day workshop at the National Science Foundation (NSF) to explore issues around integrating remote sensing with Geographic Information Systems (GIS) instruction at two-year (community and Tribal) colleges. The results of that 2006 workshop informed the shape of a grant proposal, and two phases of iGETT-RS were funded by NSF's Advanced Technological Education Program (NSF DUE #0703185, 2007–2011, and NSF DUE #1205069, 2012–2015). 76 GIS instructors from all over the country have been served. Each of them has spent 18 months on the project, participating in monthly webinars and two Summer Institutes, and creating their own integrated geospatial exercises for the classroom. The project will be completed in June 2015. As the external evaluator for iGETT expressed it, the impact on participating instructors "can only be described as transformative." This paper describes how iGETT came about, how it was designed and implemented, how it affected participants and their programs, and what has been learned by the project staff about delivering professional development in geospatial technologies for workforce preparedness.

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Hansen, Tess. "“This Is Where I Want To Be:” Pedagogical and Integrative Practices of African American Learning Communities and Their Impact on Students." Journal of Transformative Leadership & Policy Studies 3, no. 1 (May 1, 2010): 35–50. http://dx.doi.org/10.36851/jtlps.v3i1.461.

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This qualitative study explores pedagogical practices and student responses in three community college learning communities targeting African American students. Using classroom observations, instructor and student interviews, and student focus groups, the study examines how instructors teach in race-based programs and how students respond to these pedagogies. The study uses a conceptual model that integrates retention theory, critical race theory, and integration of instruction and student services theory. The study finds that culturally responsive pedagogical and classroom management techniques result in enhanced student perceptions of themselves as capable learners. Students also report developing a sense of African American identity through the experience of the curriculum and the racially homogeneous community of learners. This research has implications for policy and practice at community colleges by providing evidence that race-based programs are crucial for the academic and social integration of African American students into academia. The study also recommends that structural changes be made to community college practice, including integrating the role of student service professionals into curriculum design.

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Fairlie, Robert W., Florian Hoffmann, and Philip Oreopoulos. "A Community College Instructor Like Me: Race and Ethnicity Interactions in the Classroom." American Economic Review 104, no. 8 (August 1, 2014): 2567–91. http://dx.doi.org/10.1257/aer.104.8.2567.

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Administrative data from a large and diverse community college are used to examine if underrepresented minority students benefit from taking courses with underrepresented minority instructors. To identify racial interactions, we estimate models that include both student and classroom fixed effects and focus on students with limited choice in courses. We find that the performance gap in terms of class dropout rates and grade performance between white and underrepresented minority students falls by 20 to 50 percent when taught by an underrepresented minority instructor. We also find these interactions affect longer-term outcomes such as subsequent course selection, retention, and degree completion. (JEL I23, J15, J44)

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Bunch, George C., Heather Schlaman, Nora Lang, and Kylie Kenner. "“Sometimes I Do Not Understand Exactly Where the Difficulties Are for My Students”: Language, Literacy, and the New Mainstream in Community Colleges." Community College Review 48, no. 3 (June 5, 2020): 303–29. http://dx.doi.org/10.1177/0091552120920358.

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Objective: To inform efforts to boost college completion and professional preparation for the linguistically diverse New Mainstream, we explored language and literacy demands, and how faculty conceive of those demands, in one allied health program at one community college in California. We also explore the implications for the preparation of community college students in academic and professional preparation programs more generally. Method: We examined program documents and outlines of courses in the allied health program and interviewed eight faculty members teaching these courses. We analyzed data using deductive and inductive codes and drafted a program overview of assignments, associated language and literacy demands, and identifiable genres and metagenres. We also conducted member checks with key faculty members to clarify and deepen our understanding. Results: Despite our efforts to focus on disciplinary dimensions of language and literacy in the allied health program, we found that course outlines and instructors tended instead to emphasize general reading and writing competencies, critical thinking, and problem-solving. Discussing students’ language and literacy challenges, instructors underscored challenges common to English-dominant and language-minority students, including problems with students’ study skills, critical thinking, problem-solving, or time committed to their studies. Contributions: We argue that, although focusing on general academic and life skills is important for the diversity of students served by community colleges, a deeper focus on disciplinary and professional language and literacy practices is warranted by both instructors and institutions to prepare and support the New Mainstream in completing college and succeeding in the workforce.

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Foley, Janice R., and Rodney A. Clifton. "Locus of Control, Organizational Climate, and Participation in Staff Development: A Study of College Instructors." Canadian Journal of Higher Education 20, no. 2 (August 31, 1990): 45–59. http://dx.doi.org/10.47678/cjhe.v20i2.183073.

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This study identifies some factors affecting community college instructors' participation in staff development activities. Social learning theory suggests that both situational and personal factors explain the behaviour of individuals. Consequently, a theoretical model explaining staff development participation rates was developed, and tested on community college instructors. Sex, academic attainment, college teaching experience, locus of control, and perception of organizational climate, were included as independent variables. In addition, locus of control, and perception of organizational climate, were considered as intervening between these variables and staff development participation rates. The results illustrated that college teaching experience, and perception of administration climate, which is one aspect of organizational climate, were the most important determinants of staff development participation rates. This suggests that administrators play a key role in determining staff development participation rates, first by making the funds available that enable staff to access staff development opportunities, and second by establishing an administrative and reward structure that encourages and facilitates continuous enhancement of instructors' skill levels.

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Thomas, Kaemanje, and Minkyung Choi. "USING MULTIPLE TEXTS TO TEACH CRITICAL READING SKILLS TO LINGUISTICALLY DIVERSE STUDENTS." Indonesian EFL Journal 5, no. 1 (January 16, 2019): 1. http://dx.doi.org/10.25134/ieflj.v5i1.1626.

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Mastery of developmental reading courses offers both an opportunity for academic enrichment and a barrier to college completion. We examine what it means to use multiple texts in college developmental reading courses, the benefits of using them, and considerations that instructors may employ in their instructions. A review of the literature indicates Linguistically Diverse students (LDs) often lack the required critical thinking skills needed to tackle the rigor and demand of their college level courses. We conducted a study to tests whether using multiple texts improved LDs critical reading skills.� Participants of 30 undergraduate students taking RDL 500 course were analyzed using pre and posttest results. Findings indicated that integrated use of multiple texts is a practical teaching approach for LDs improved their critical reading skills and their navigation of unfamiliar texts. This implies the use of the one size-fits-all approach may not be an effective pedagogical practice by instructors who teach the LD student.Keywords:�community college; critical literacy; cultural capital; developmental reading; language minority students; linguistically diverse students; multiple texts; sociocultural literacy.

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Corwin, Lisa A., Stacey Kiser, Sondra M. LoRe, Jillian M. Miller, and Melissa L. Aikens. "Community College Instructors’ Perceptions of Constraints and Affordances Related to Teaching Quantitative Biology Skills and Concepts." CBE—Life Sciences Education 18, no. 4 (December 2019): ar64. http://dx.doi.org/10.1187/cbe.19-01-0003.

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Quantitative skills are an important competency for undergraduate biology students and should be incorporated early and frequently in an undergraduate’s career. Community colleges (CCs) are responsible for teaching introductory biology to a large proportion of biology and prehealth students, and quantitative skills are critical for their careers. However, we know little about the challenges and affordances that CC instructors encounter when incorporating quantitative skills into their courses. To explore this, we interviewed CC biology instructors ( n = 20) about incorporating quantitative biology (QB) instruction into their classes. We used a purposeful sampling approach to recruit instructors who were likely to have tried evidence-based pedagogies and were likely aware of the importance of QB instruction. We used open coding to identify themes related to the affordances to and constraints on teaching QB. Overall, our study participants met with challenges typical of incorporating new material or techniques into any college-level class, including perceptions of student deficits, tension between time to teach quantitative skills and cover biology content, and gaps in teacher professional knowledge (e.g., content and pedagogical content knowledge). We analyze these challenges and offer potential solutions and recommendations for professional development to support QB instruction at CCs.

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Hyson, Audrey Rose, Branden Bonham, Suzanne Hood, Megan C. Deutschman, Laura C. Seithers, Kerry Hull, and Murray Jensen. "Professional Development, Shifting Perspectives, and Instructional Change among Community College Anatomy and Physiology Instructors." CBE—Life Sciences Education 20, no. 3 (September 2021): ar49. http://dx.doi.org/10.1187/cbe.21-02-0037.

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Armistead, Pend, and David M. Moore. "COMMUNITY COLLEGE INSTRUCTORS’ ATTITUDES TOWARD LEARNING RESOURCE CENTERS AND OTHER SUPPORT SERVICES." Community Junior College Research Quarterly of Research and Practice 11, no. 1 (January 1987): 47–56. http://dx.doi.org/10.1080/0361697870110106.

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Nagano, Tomonori, Eric Ketcham, and Alexander Funk. "Why Do Heritage Language Speakers Opt Out of Their Own Heritage Language? A Survey-based Study of Heritage Language Learners at Community Colleges." Heritage Language Journal 16, no. 3 (December 31, 2019): 318–39. http://dx.doi.org/10.46538/hlj.16.3.3.

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This study analyzes the choices that heritage language (HL) learners make when enrolling in language courses at community colleges. Data from the Students and Instructors of Languages at Community Colleges (SILCC) Surveys, a nationwide survey with 1,756 students taking language courses at 101 community colleges across 33 states in the U.S., show that as many as 42.2% of community college students in modern language classrooms are identified as HL speakers. Surprisingly, more than half of these HL speakers are studying a language other than their own HL despite their prior linguistic knowledge, cultural familiarity, and familial ties with their HL. This paper evaluates a few possible explanations why a large proportion of HL speakers are opting to learn a new, third language. Building upon prior research and current data, we discuss differences in linguistic backgrounds, demographics, motivational attributes, and academic goals between HL learners studying their own HL and those studying a new language.

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Ozment, Elizabeth Whittenburg. "Embracing Vulnerability and Risk in the Classroom: The Four-Folder Approach to Discussion-Based Community Learning." Journal of the Scholarship of Teaching and Learning 18, no. 2 (June 19, 2018): 136–57. http://dx.doi.org/10.14434/josotl.v18i2.22448.

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In recognition of various power systems within and surrounding their classrooms, US women’s studies instructors have for several decades worked to reconfigure the college classroom as an environment that enables all students to testify, thus creating empowered communities and ultimately inspiring the next generation of leaders. As some of the most repeated mantras of feminist pedagogy, these educational goals embody the liberating power of feminist theory and practice. The pedagogical practices employed in attaining these goals typically value experiential knowledge and encourage students to be attuned to various forms of speech and knowledge construction, which are framed through a politics of power and difference. As part of an ongoing conversation about the perils of cooperative learning, independent problem-solving, and peer leadership in higher education, this reflective essay describes one strategy, which I call the four-folder system. This instructional strategy troubles the promises of safety and implied instructor surveillance that so many feminist instructors adhere to, while simultaneously creating a multi-vocal learning environment. The techniques and rationale described may be applied to a range of courses and are not necessarily bound to introductory women’s studies surveys. I propose that given favorable conditions, embracing vulnerability and risk in the classroom better frees our students from the confines of conventional pedagogies used in higher education.

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Korah, Abraham, John R. Slate, George W. Moore, and Frederick C. Lunenburg. "Differences in College Engagement Benchmark Scores as a Function of Honors Course Enrollment for Community College Students: A Nationwide Study." Education Research International 2019 (May 23, 2019): 1–8. http://dx.doi.org/10.1155/2019/5243639.

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In this investigation, the extent to which differences were present in benchmark scores as a function of community college student honors course enrollment status was investigated using data from the Community College Survey of Student Engagement. Statistically significant differences were revealed for all 5 benchmark scores (i.e., active and collaborative learning, student effort, academic challenge, student-faculty, and support for learners). Students who had been enrolled in an honors course had benchmark scores that were 9 to 16 points higher than their peers who had not been enrolled in an honors course, reflecting higher levels of scholastic engagement, deeper connections with instructors and peers, and greater use of academic and student support services.

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Tucker, Shelia Y., Daisy Stewart, and B. June Schmidt. "Teaching and Learning Styles of Community College Business Instructors and Their Students: Relationship to Student Performance and Instructor Evaluations." New Horizons in Adult Education and Human Resource Development 17, no. 2 (April 2003): 11–20. http://dx.doi.org/10.1002/nha3.10163.

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Hamlett, Alexandra. "Getting to work." Journal of Information Literacy 15, no. 2 (June 8, 2021): 166. http://dx.doi.org/10.11645/15.2.2857.

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This article discusses how following graduation, students often enter the job market unprepared to find, evaluate, and use information in the digital environment effectively. Essentially, there is a disparity between the skills students attain in college coursework, including information literacy (IL) skills, and those required in the workplace, which impacts graduates’ success as new members of the labour market. The article highlights how collaboration between a librarian and an instructor of a career centered course influenced instructional design for IL instruction in their courses. Librarians and instructors will benefit from practical examples from Guttman Community College’s innovative IL Program and the professional courses, get creative ideas for instructional design, and learn new and exciting ways to deliver IL instruction.

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Nagano, Tomonori, Alexander Funk, and Eric Ketcham. "Modern Language Instruction at Community College: A Survey-Based Study of Modern Language Instructors." Foreign Language Annals 50, no. 3 (August 18, 2017): 621–31. http://dx.doi.org/10.1111/flan.12284.

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Austin, Suzanne S., Charlotte L. Berceli, and Sarae Mathews. "Sharing Teaching Ideas: When Will I Ever Use This Stuff, Anyway?" Mathematics Teacher 92, no. 9 (December 1999): 798–99. http://dx.doi.org/10.5951/mt.92.9.0798.

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As instructors of an intermediate-algebra course at a large urban community college, we decided to use a service-learning project to help students understand and appreciate the mathematics that they were studying. This outcome transcended the classroom and best motivated mathematics students by helping them realize how important the subject is to their futures (Jenrette 1994).

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Kutnowski, Martin. "This is Why we Teach: Igniting a Passion for Learning in Linked Courses." About Campus: Enriching the Student Learning Experience 10, no. 1 (March 2005): 23–26. http://dx.doi.org/10.1002/abc.120.

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Rote teaching and learning have their place, but not in a music course and an art and design course in which two dozen students at Queensborough Community College enrolled together. Through a shared theme, shared assignments, and a shared commitment to making the content relevant and the process active and engaging, two instructors fashioned a powerful environment for learning.

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Judge, Jennifer L., Victor A. Cazares, Zoe Thompson, and Lynnda A. Skidmore. "Development of low-cost cardiac and skeletal muscle laboratory activities to teach physiology concepts and the scientific method." Advances in Physiology Education 44, no. 2 (June 1, 2020): 181–87. http://dx.doi.org/10.1152/advan.00149.2019.

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Anatomy and Physiology courses taught at community colleges tend to focus laboratory hours primarily on anatomy as opposed to physiology. However, research demonstrates that, when instructors utilize active learning approaches (such as in laboratory settings) where students participate in their own learning, students have improved outcomes, such as higher test scores and better retention of material. To provide community college students with opportunities for active learning in physiology, we developed two laboratory exercises to engage students in cardiac and skeletal muscle physiology. We utilized low-cost SpikerBox devices to measure electrical activity during cardiac (electrocardiogram) and skeletal muscle (electromyogram) contraction. Laboratory activities were employed in Anatomy and Physiology courses at two community colleges in southeast Michigan. A 2-h laboratory period was structured with a 20-min slide presentation covering background material on the subject and experiments to examine the effects of environmental variables on nervous system control of cardiac and skeletal muscle contraction. Students were asked to provide hypotheses and proposed mechanisms, complete a results section, and provide conclusions for the experiments based on their results. Our laboratory exercises improved student learning in physiology and knowledge of the scientific method and were well-received by community college students enrolled in Anatomy and Physiology. Our results demonstrate that the use of a SpikerBox for cardiac and skeletal muscle physiology concepts is a low-cost and effective approach to integrate physiology activities into an Anatomy and Physiology course.

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Crowe, Jessica, and Austin Boe. "Integrating Undergraduate Research into Social Science Curriculum: Benefits and Challenges of Two Models." Education Sciences 9, no. 4 (December 13, 2019): 296. http://dx.doi.org/10.3390/educsci9040296.

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Evidence shows that undergraduate research is beneficial to students during their college years and beyond. This study evaluates two models for integrating undergraduate research into the college curriculum: (1) integrating a community-based research project into a social science course and (2) designing a senior seminar course as an undergraduate research experience. Findings show that students benefit from a hands-on research experience that deepens their understanding of both survey methods and social issues. While, students who participated in the community-based research project enjoyed interacting with community members and learning about community concerns, students in the senior seminar research experience ranked all aspects of the research project more favorably than students participating in the community-based research project. We discuss the benefits and challenges of both models as well as the implications of these findings and the steps instructors can take to improve the learning experience of undergraduates in the social sciences.

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Knight, Jenny. "Biology concept assessment tools: design and use." Microbiology Australia 31, no. 1 (2010): 5. http://dx.doi.org/10.1071/ma10005.

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Many recent publications have highlighted the need for, and value of, concept assessments (also called inventories) in undergraduate biology education. Current interest in such assessments is primarily due to the emergence of a community of science education researchers in biology, who both approach teaching from a scientific perspective and want to measure the potential successes of their teaching reforms. Well-designed, valid and reliable assessment tools that allow instructors to capture student learning of the main concepts of biology are becoming an essential way to inform biology instructors about what students learn in college biology courses. This review summarises the general approaches taken in creating such concept assessment tools and presents some of the ways to effectively use them.

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McCann, Lee I., Alexandria R. Ebert, Markus Oechsner, Kathy R. Immel, and Tammy L. Kadah-Ammeter. "Studying for Introductory Psychology: Differences Across Technical College, 2-, and 4-Year Institutions." Teaching of Psychology 46, no. 4 (September 8, 2019): 312–18. http://dx.doi.org/10.1177/0098628319872591.

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Three hundred thirty-three Introductory Psychology (IP) students from a 4-year university, 2-year community college, and a technical college provided survey data. Student self-reports significantly differed across schools on hours studied during exam weeks, textbook helpfulness, importance of lecture and class activities, quality and importance of course notes, and credit load. University students reported higher means on all of these, followed by 2-year and then technical college students. Students significantly differed on hours worked per week and current course grade, with technical college students having the highest means, followed by 2-year and then university students. There were a number of significant intercorrelations among the variables, some differing by institutional type. These institutional differences suggest that IP instructors may wish to consider these differences as they prepare to teach this course.

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Ziadie, M. A., and T. C. Andrews. "Moving Evolution Education Forward: A Systematic Analysis of Literature to Identify Gaps in Collective Knowledge for Teaching." CBE—Life Sciences Education 17, no. 1 (March 2018): ar11. http://dx.doi.org/10.1187/cbe.17-08-0190.

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Evolution is a unifying theory in biology and is challenging for undergraduates to learn. An instructor’s ability to help students learn is influenced by pedagogical content knowledge (PCK), which is topic-specific knowledge of teaching and learning. Instructors need PCK for every topic they teach, which is a tremendous body of knowledge to develop alone. However, investigations of undergraduate thinking and learning have produced collective PCK that is available in peer-reviewed literature. Currently, it is unclear whether the collective PCK available adequately addresses the topics in evolution that college instructors teach. We systematically examined existing literature to determine what collective PCK for teaching evolution is available and what is missing. We conducted an exhaustive literature search and analyzed 316 relevant papers to determine: the evolutionary topics addressed; whether the focus was student thinking, assessment, instructional strategies, or goals; and the type of work (e.g., empirical, literature review). We compared the collective PCK available in the literature with the topics taught in a sample of 32 undergraduate evolution courses around the country. On the basis of our findings, we propose priorities for the evolution education research community and propose that PCK is a useful lens for guiding future research on teaching and learning biology.

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Parisi, Hope, and Lara Rodriguez. ""Why Are You Here?": Troubling Legitimacy for Basic Writers and Their Instructors in the Community College." Open Words: Access and English Studies 7, no. 1 (2013): 5–20. http://dx.doi.org/10.37514/opw-j.2013.7.1.02.

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Fife, Eric, C. Leigh Nelson, and Theresa B. Clarke. "Online Technological Media in the Higher Education Classroom." International Journal of Online Pedagogy and Course Design 4, no. 2 (April 2014): 35–45. http://dx.doi.org/10.4018/ijopcd.2014040103.

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An exploratory quasi-experiment of college-level students was used to examine the difference in a variety of course indicators among instructors when they did not use Twitter as a supplement to their courses, when they moderately used Twitter, and when they used Twitter a great deal in their courses. When instructors used Twitter in their classes, perceived learning via technological mediums, perceived classroom community with regard to technological media, perceived pedagogical affect, perceived course effectiveness, perceived learning performance, and perceived perception of learning from Twitter were all greater than when they did not use Twitter in their courses. Overall results of this study recommend further research and a continued focus on the usage of Twitter in the higher education classroom.

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Smith, N. R., R. E. Tullis, N. Fegan, and C. L. Morgan. "Remote Operation of a Scanning Electron Microscope (SEM) from Distant Classrooms." Proceedings, annual meeting, Electron Microscopy Society of America 54 (August 11, 1996): 414–15. http://dx.doi.org/10.1017/s0424820100164532.

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California State University, Hayward (CSUH) has successfully demonstrated remote operation of a scanning electron microscope (SEM) using several networking interfaces. One of these methods is the use of highbandwidth asynchronous transfer mode (ATM). The different networking schemes have made it possible for instructors and researchers to access and control the Cal State Hayward SEM from classrooms located within the same building housing the microscope. In addition, the microscope has been remotely operated from across campus, from the local community college, and from San Jose State University.The development of digital imaging technology provides opportunities of developing networking schemes for access and control of scientific instrumentation. The ability to network microscopes offers the capability of teaching microscopy methods to a large number of students at the same time. The traditional microscopy class includes the instructor training one student at a time while other students observe the operator of the instrument. Remote shared access to scientific instrumentation provides the advantages of a wider variety of resources and pooling of knowledge by a larger community.

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Hadjistassou, Stella K. "Culturally Afforded Tensions in the Second Life Metaverse." International Journal of Web-Based Learning and Teaching Technologies 11, no. 2 (April 2016): 14–38. http://dx.doi.org/10.4018/ijwltt.2016040102.

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This study investigated the culturally contingent tensions afforded by the implementation of Second Life in transatlantic communications among 13 college-level students at a Southwestern academic institution in the United States and their instructor and an assistant professor and his graduate student at a Greek-speaking academic institution. The transatlantic transactions unfolded in IBM's virtual Green Data Center, where students and instructors engaged in critical discussions on their local community, IBM, the European Union, and the United States' sustainability practices. By analyzing students and instructors' virtual exchanges, chat medium, and reflective comments, three categories of culturally enacted tensions were identified. These contradictions pertained to (a) emerging intercultural communication, (b) assigned collaborative activities, and (c) the use of the Second Life Viewer as a communication tool. The study demonstrated that contradictions can be contingent on institutional, broader cultural and historical constructs, Internet-mediated tools, and the different linguistic and cultural values and expectations related to relationship building and interactional dynamics. The study highlighted the importance of acknowledging such structural tensions as affordances for teaching and learning. Further, the study emphasized the need to take into account the institutional, pedagogical, instructional, and broader cultural realisms that impose constraints on teaching practices and participation in social virtualities.

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Alegre, Rebecca, and David Kapusta-Pofahl. "How to Co-Teach Like Dance Partners." Issues in Language Instruction 7 (June 1, 2018): 23–27. http://dx.doi.org/10.17161/ili.v7i1.7568.

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This article gives a brief overview of an Intensive English Program (IEP) elective class called “Connecting with Your Community,” which the authors developed together as way to teach new international students the basics of interacting with American college students, finding organizations and activities to join on an American university campus, and locating opportunities to get involved in the local city community. As the authors developed the course curriculum, they decided that co-teaching the class would offer the students more one-on-one attention as well has provide more authentic opportunities for discussion about American culture. Co-teaching, at first glance, can seem like a simple strategy; however, there are actually many factors to consider when entering a co-teaching relationship. Both instructors must be aware of the potential benefits and pitfalls of assuming equal responsibility over a group of students and be committed to the success of the course. It is imperative that instructors have a positive working relationship, establish their roles and responsibilities, arrange for co-planning time, and maintain the support of the administration (Friend 2008). This article offers tips about how to effectively and gracefully navigate any challenges that could arise while co-teaching in order to give everyone—both instructors and students—a positive and rewarding experience.

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Sommer, Robert, Marina Estabrook, and Karen Horobin. "Faculty Awareness of Textbook Prices." Teaching of Psychology 15, no. 1 (February 1988): 17–21. http://dx.doi.org/10.1207/s15328023top1501_3.

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Considerable variation exists in textbook prices, and this variation is not correlated with book quality as judged by instructors. Community college faculty are more price conscious and more accurate in estimating prices than are university faculty. Most faculty interviewed believe that publishers are not making significant efforts to compete in the area of price, and increased faculty access to price information would lower textbook prices. Recommendations are made for increasing price awareness and knowledge among faculty.

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Lovell, Elyse D’nn, and Elizabeth Karr. "I Have to Take This Psychology Stuff with Research Too – Really?!" International Journal of Adult Vocational Education and Technology 4, no. 3 (July 2013): 13–24. http://dx.doi.org/10.4018/ijavet.2013070102.

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The excitement was palpable as the day had finally come – Research Day! Introduction to Psychology students in a community college who were earning vocational and transfer degrees had become fledging researchers, exuberant to share their knowledge with peers, instructors, their families and community members. Students presented their research using mediums of traditional posters and or interactive, digital versions. The teaching leading up to research day included group activities to enhance persistence in learning and a sense of community. The purpose of this study was to assess students’ perceptions of research through a pre/post survey with three variables: interest in psychology, academic efficacy and project based learning /group work. Assessment measurements revealed changes among students indicating increased academic commitment through the lens of research.

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Subiyanto, Bambang, Arthur Daniel Limantara, Elkana Lewi Santoso, Fauzie Nursandah, and Sri Wiwoho Mudjanarko. "Pendekatan Kualitatif Pada Persepsi Mahasiswa terhadap Kualitas Pendidikan Online." CAHAYAtech 9, no. 1 (May 8, 2020): 37. http://dx.doi.org/10.47047/ct.v9i1.72.

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The quality of online learning in institutions of higher education has become a growing concern in recent years. While some studies have focused on faculty and administrator perceptions, there is a lack of research conducted on students' perceptions of the quality of online education.This study uses qualitative methods to investigate students' perceptions from two universities and one community college regarding the quality of online education based on their own online learning experiences.Interviews and observations were conducted with three students. Various documents are collected, digitally, and printed. Positive and negative experiences of students are examined. Factors contributing to the experiences were also identified. The findings of this study reveal that flexibility, cost-effectiveness, availability of electronic research, easy connection to the Internet, and a well-designed classroom interface are positive experiences for students. Student negative experiences are caused by delayed feedback from the instructor, lack of technical support from the instructor, lack of self-regulation and self-motivation, a sense of isolation, monotonous teaching methods, and poorly designed course content. These findings can be used by instructors to understand students' perceptions about online learning, and ultimately improve their online learning practices.

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Wood, William C. "Teaching Systemic Risk." International Journal of Risk and Contingency Management 4, no. 4 (October 2015): 49–52. http://dx.doi.org/10.4018/ijrcm.2015100104.

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This article shows how an in-class simulation can be used to teach the joint failure probability of statistically independent failures, and then to teach the more complex problem of system or “common-mode” failure. The technique has many potential applications, but here focuses on bank failures as a readily accessible application. This teaching simulation has been successfully presented to diverse audiences since 2011. The original audience consisted of high school, community college and university instructors and the case has since been taught to additional continuing education groups and 400-level Economics students.

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Hollander, Jocelyn A., and Jeanine Cunningham. "Empowerment Self-Defense Training in a Community Population." Psychology of Women Quarterly 44, no. 2 (January 21, 2020): 187–202. http://dx.doi.org/10.1177/0361684319897937.

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Nearly all research on the effects of women’s self-defense training examines college age or, less frequently, adolescent populations. This study broadens that focus by evaluating the effectiveness of self-defense training for an adult community population, ages 18–77 years, comparing students who completed a 9-hr community-based empowerment self-defense course to similar women who did not take the course. Participants who completed the empowerment self-defense course reported significantly less sexual assault at the 1-year follow-up as well as significantly greater self-defense self-efficacy, more accurate knowledge about sexual assault and the possibility of resistance, and less self-silencing than those who did not take the course. This research provides the first systematic evidence that empowerment self-defense training can be effective in preventing assault in adult populations outside of educational contexts. Empowerment self-defense training is therefore an important part of sexual assault prevention efforts. Online slides for instructors who want to use this article for teaching are available on PWQ's website at http://journals.sagepub.com/doi/suppl/10.1177/0361684319897937

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Sanczyk, Anna. "Teacher identity and agency in language teaching: Adult ESL instructors as explorers." Crossroads. A Journal of English Studies, no. 30(3) (2020): 77–97. http://dx.doi.org/10.15290/cr.2020.30.3.05.

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As the world becomes more globalized, various social, cultural, and historical contexts are shaping teacher identities. Exploring teacher identities is essential in understanding experiences, interactions, and beliefs that influence language teachers’ practices inside and outside the classroom (Farrell 2011). This narrative study, conducted in a large urban community college located in the southeastern region of the United States, engaged seven adult ESL instructors in critical reflection on their assumptions, teaching, personal experiences, and an institutional environment. Data collection included semi-structured interviews, classroom observations, journal entries, and classroom observations, including notes about artifacts used in the lessons. The findings of this study highlight the relationship between teacher identity and agency in teaching culturally and linguistically diverse learners. Participants characterized themselves as explorers, who valued various cultural experiences and acted agentively to create culturally responsive lessons and an enriching learning environment. These findings have significant implications for language teacher training and further research.

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Jorgensen, L. I., and S. Rothmann. "Die evaluering van 'n opleidingsprogram ten opsigte van interpersoonlike doeltreffendheid." South African Journal of Economic and Management Sciences 1, no. 3 (September 30, 1998): 377–89. http://dx.doi.org/10.4102/sajems.v1i3.2552.

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The South African Police Service (SAPS) is increasingly moving towards community policing. This movement makes great demands on the interpersonal efficiency of police officers and their trainers. It seems, however, that trainers in the SAPS seldom have sufficient knowledge and/or skills to manage interpersonal contact effectively. A two-group design was used to evaluate a training programme regarding interpersonal efficiency for instructors within the SAPS Training College. It transpired that interpersonal skills improved significantly after completion of the training programme. As far as qualitative impressions are concerned, it was found that certain organisational factors might inhibit the development of interpersonal efficiency of trainers.

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Gibau, Gina Sanchez, Francia Kissel, and Modupe Labode. "Starting with the Space: Integrating Learning Spaces and Technologies." Journal of Teaching and Learning with Technology 8, no. 1 (August 6, 2019): 17–32. http://dx.doi.org/10.14434/jotlt.v8i1.26743.

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Teaching introductory courses to college freshmen requires innovative pedagogies, which are often powered by new advanced technologies. In addition to the potential for increased student engagement promised by new technologies, instructors may also plan and deploy active learning strategies that first consider the physical spaces in which learning will take place. Effective pedagogies acknowledge both the impact that space has on student learning and the utility of both “low” and “high” technologies to facilitate such learning, merging the inherent power of each. The following case study provides the example of a themed learning community (TLC) as a vehicle through which instructors may maximize technologies and spaces to enhance the teaching and learning process. The case study highlights both the use of physical learning spaces (e.g., cutting-edge Mosaic classrooms; traditional classrooms; the off-campus settings of museums) and learning technologies (e.g., high technology tools such as image sharing software versus low tech white boards and paper-based pop-up museum exhibits) to illustrate the ways in which instructional teams collaborate to intentionally design meaningful learning experiences for their students.

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Rad, Fatemeh Amir, Farah Otaki, Zaid Baqain, Nabil Zary, and Manal Al-Halabi. "Rapid transition to distance learning due to COVID-19: Perceptions of postgraduate dental learners and instructors." PLOS ONE 16, no. 2 (February 8, 2021): e0246584. http://dx.doi.org/10.1371/journal.pone.0246584.

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The outbreak of Coronavirus disease 2019(COVID-19) necessitated an abrupt transition from on campus, face-to-face sessions to online, distance learning in higher education institutions. The purpose of this study was to investigate the perceptions of postgraduate dental learners and instructors about the transition to distance learning, including the changes to the learning and teaching and its efficaciousness. A convergent mixed methods approach to research was utilized. All the instructors and postgraduate learners in a dental college were invited to participate in an online survey. Quantitative data was analyzed using descriptive and inferential analyses on SPSS for Windows version 25.0, and for the responses to the open-ended questions, multi-staged thematic analysis was utilized. Both groups of stakeholders: learners and instructors, were satisfied with the rapid transition to distance learning due to COVID-19. Instructors were significantly more satisfied than the learners. The stakeholders adapted well to the change. The perception of the stakeholders regarding the case-based scenarios significantly influenced their level of satisfaction. As perceived by the stakeholders, the transition to distance learning entailed advantages and challenges. Going through the experience enabled the stakeholders to develop informed opinions of how best to sustain learning and teaching irrespective of how matters unfold in relation to the pandemic. In conclusion, the worldwide dental education community faced unprecedented challenges due to the onset of COVID-19. From a macro perspective, decision-makers must not miss out on the valuable opportunities, inherent in the experience, to reinforce curriculums, and maximize learning and teaching.

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Levanoni, Eliahu, and Robert Knoop. "Does Task Structure Moderate the Relationship of Leaders' Behavior and Employees' Satisfaction?" Psychological Reports 57, no. 2 (October 1985): 611–23. http://dx.doi.org/10.2466/pr0.1985.57.2.611.

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This study investigated the moderator effect of various task dimensions on the form of the relationship between leaders' behavior and employees' satisfaction with supervision and with the jobs, as postulated by path-goal theory of leadership. Data were collected from five groups of educators: 978 public school teachers, 976 high school teachers, 186 community college instructors, 191 university professors, and 188 student teachers. Instruments included Hackman and Oldham's Job Diagnostic Survey, Stogdill's LBDQ, Form 12, Hoppock's Job Satisfaction Scale, Aiken and Hage's global measure of Supervisory Satisfaction. Hierarchical multiple-regression analyses were performed to test specific hypotheses. The results did not support path-goal theory. The findings were discussed, and implications for research were suggested.

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Jesnek, Lindsey M. "Empowering The Non-Traditional College Student And Bridging The Digital Divide." Contemporary Issues in Education Research (CIER) 5, no. 1 (January 23, 2012): 1. http://dx.doi.org/10.19030/cier.v5i1.6780.

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Non-traditional student enrollment, especially at community colleges, has markedly risen in the last ten years due to national unemployment rates, the current economic climate, and employer demand for computer-literate employees. While university instructors struggle to constantly adapt their course materials to incorporate updates in software modules, various online learning systems, and consumer gadgets, they must also troubleshoot the obstacles inherent in their changing class rosters. Functioning under the definition of non-traditional as students over the age of 25 who are often first-generation college enrollees, displaced from their previous careers due unforeseen layoffs, or desperate to update their rum by earning an advanced certification or degree in order to ensure job security, this paper examines the lagging response of higher education institutions to appropriately manage the widening digital divide. The clear dissonance between typical non-traditional student computer competency and typical traditional student computer competency specifically informs this examination. In response to the amalgamated complications revealed in the non-traditional students charge to function successfully within a technologically-driven university environment, practical application strategies in the form of pre-enrollment computer competency placement testing and the implementation of required, degree-credit introductory computer courses must be established as a national initiative in order to formalize the concerted effort needed to encourage the overall academic success of non-traditional students nationwide.

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Pai, Aditi, Gene McGinnis, Dana Bryant, Megan Cole, Jennifer Kovacs, Kyndra Stovall, and Mark Lee. "Using Facebook Groups to Encourage Science Discussions in a Large-Enrollment Biology Class." Journal of Educational Technology Systems 46, no. 1 (April 24, 2017): 103–36. http://dx.doi.org/10.1177/0047239516675898.

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This case study reports the instructional development, impact, and lessons learned regarding the use of Facebook as an educational tool within a large enrollment Biology class at Spelman College (Atlanta, GA). We describe the use of this social networking site to (a) engage students in active scientific discussions, (b) build community within the student body in class, and (c) promote communication between students and instructors. To achieve this, we created a Facebook Group page that students were required to join and use to complete the main assignment of this class, which was to read, discuss, and write about a science news article in the popular media. Overall, we find that Facebook, due to its popularity with students and its informal nature, is very effective in engaging them.

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Dewsbury, Bryan, and Cynthia J. Brame. "Inclusive Teaching." CBE—Life Sciences Education 18, no. 2 (June 2019): fe2. http://dx.doi.org/10.1187/cbe.19-01-0021.

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Over the past two decades, science, technology, engineering, and mathematics (STEM) faculty have been striving to make their teaching practices more inclusive and welcoming to the variety of students who enter college. However, many STEM faculty, even those at teaching-focused institutions, have been educated in a traditional environment that emphasizes research and may not include classroom teaching. This can produce a deficit in training that leaves many STEM faculty feeling uncertain about inclusive teaching practices and their essential undergirding principles. This essay describes an online, evidence-based teaching guide ( https://lse.ascb.org/evidence-based-teaching-guides/inclusive-teaching ) intended to help fill this gap, serving as a resource for science faculty as they work to become more inclusive, particular with regard to differences in race, ethnicity, and gender. The guide describes the importance of developing self-awareness and empathy for students as a precursor to considering classroom practices. It also explores the role of classroom climate before turning to pedagogical choices that can support students’ sense of belonging, competence, and interest in the course. Finally, the guide suggests that true inclusivity is a community effort and that instructors should leverage local and national networks to maximize student learning and inclusion. Each of these essential points is supported by summaries of and links to articles that can inform these choices. The guide also includes an instructor checklist that offers a concise summary of key points with actionable steps that can guide instructors as they work toward a more inclusive practice. We hope that the guide will provide value for both faculty who are just beginning to consider how to change their teaching practices and faculty seeking to enrich their current efforts.

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Payne-Bourcy, Laura, and Kelly Chandler-Olcott. "Spotlighting Social Class: An Exploration of One Adolescent's Language and Literacy Practices." Journal of Literacy Research 35, no. 1 (March 2003): 551–90. http://dx.doi.org/10.1207/s15548430jlr3501_2.

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Drawing on five years of data, this case study presents an exploration of the influences of social class on one adolescent's language and literacy practices as she moved from high school in an isolated rural community to college in an urban environment. The study draws on several theoretical frameworks, including multiple literacies (Gallego & Hollingsworth, 2000), Gee's (1996) theory of Discourses, and sociocultural conceptions of social class (Anyon, 1981; Fine & Weis, 1998). Although Crystal, the focal informant, was a successful learner by most conventional standards, she experienced considerable struggle to stay in school and to adopt the dominant discourses of postsecondary education. As a rural high school student, she used a variety of language and literacy practices to “pose” as middle class. When she crossed to college, some of these practices served her better than others. Ultimately, she became alienated by college courses that did not acknowledge language competencies related to her status as a working-class person and that did not allow links between her interests in popular culture and her formal assignments. Implications for practice include the following: that secondary literacy teachers make social class a more salient category for inquiry and that college instructors make deliberate attempts to learn about the preferred discourse practices of their students. The study also suggests the importance of “insider” knowledge in studying the influence of social class on literacy and the need for further research examining how learners negotiate workplace discourses after college.

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Batada, Ameena. "Utilizing Contemplative Practices With Undergraduate Students in a Community-Engaged Course on Health Disparities." Pedagogy in Health Promotion 4, no. 1 (March 27, 2017): 71–76. http://dx.doi.org/10.1177/2373379917697992.

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Public health courses that provide opportunities for applied learning to develop students’ understanding of health disparities and methods for achieving health equity are of critical importance. Contemplative pedagogy can cultivate among students personal skills such as open awareness, introspection, nonjudgment, and compassion as students engage with communities across class, race, and other lines of difference. This article describes how contemplative practices are introduced and aligned with learning objectives in an undergraduate community-engaged course on health parity at a public liberal arts university in North Carolina, with the intent of contributing to the growing literature on contemplative education and how it may be appropriate in public health education. Contemplative pedagogy in this course offers opportunities for students to learn with their minds, bodies, and hearts. This article presents course context and structure, introducing contemplative practices to students, and two specific examples of contemplative activities that may help students better understand diversity and their role in sustainable health equity. The article concludes with a discussion and resources for instructors interested in contemplative pedagogy. As contemplative pedagogy gains ground in college instruction, it may also provide critical skill-building for students of public health.

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Cacayan, Edmelyn B., Ma Elizabeth C. Baua, and Angelito Estoesta Alvarado. "Challenges in Nursing Education in the New Normal: Basis for Faculty Enhancement Program." Health Notions 4, no. 8 (August 29, 2020): 234–47. http://dx.doi.org/10.33846/hn40801.

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Education s vital to every Filipino especially the delivery of quality education without compromising the health and safety of the students amidst COVID 19 pandemic. With the current global health crisis and government pronouncements prohibiting the conduct of face-to-face classes both in basic education (DepEd) and Higher education (CHED). Isabela State University has decided to roll out and launched its new approach, called telEducation. It has ramped up its efforts in fully implementing flexible remote learning for its students to ease its transition to what might become the new normal for educational institutions. This study utilized a descriptive survey method of investigation to secure adequate and reliable data. The researcher used this design to gather necessary data, assess and determine the challenges facing nursing education in the new normal by the nursing faculty of Isabela State University, College of Nursing. The questionnaires were floated through the use of google forms as a platform. The respondents who participated in this study were 15 nursing faculty comprises of 7 permanent as core faculty and 8 instructors under a contract of service. This study concluded that inadequate instructor training for new normal education; limited time for the preparation of modules, exams, and other related to instruction is due to the limited time of the university administrators or concern authorities to conduct since the summer class has already implemented. The said interventions made it more difficult to conduct due to the implementing community quarantines. Furthermore, there are numerous nursing-related experiences/activities but limited time for implementation; Students find it difficult to comprehend some activities due to the absence of physical contact of the instructor/s; faculty experiencing physical problems (eg. eye strain and frontal headache) due to long hours of exposure on computer monitor or gadgets are noted concerns in relation to the delivery of instructions. Keywords: nursing education; new normal; challenges

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Gumilet, Gail G., Bonimar T. Afalla, and Sanny J. Dangis. "Building a synergy between mentors’ field practices and teacher-trainees’ performance in student teaching." International Journal of Evaluation and Research in Education (IJERE) 10, no. 3 (September 1, 2021): 1060. http://dx.doi.org/10.11591/ijere.v10i3.21532.

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The gradual change from the position of a teacher-trainee to the role of a teacher depends on effective teamwork between educational institutions and the wider education community. Hence, this<strong> </strong>study ascertained the relationship between the field practices of college deans, supervising instructors, school principals, and teachers and the teaching performance of teacher-trainees. A descriptive-correlational study was employed in this study. A rating scale was used to collect data from the mentors and teacher-trainees who served as respondents. Descriptive statistics such as frequency counts, percentages, and weighted means were employed to describe the levels of mentors’ field practices and teaching performance of teacher-trainees. To establish a significant relationship between the variables, the Spearman rank-order of correlation coefficient was used. Results of the study show that when the deans, supervising instructors, school principals and cooperating teachers manifest an exceptional level of field practices in student teaching, it follows that all the dimensions of field practices are highly practiced. Further, when the teacher-trainees exhibit an exemplary teaching performance, all other dimensions of student teaching are also found to be remarkable. Finally, an outstanding field practice in the student teaching shows minor or slight influence in the outstanding teaching performance of teacher-trainees.

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Daif-Allah, Ayman Sabry, and Mohammad Imran Khan. "The Impact of Open Discussion Sessions on Enhancing the Oral Communicative Abilities of Saudi English Language Majors at Buraydah Community College." English Language Teaching 9, no. 6 (May 3, 2016): 108. http://dx.doi.org/10.5539/elt.v9n6p108.

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<p>The importance of developing the communicative needs of English language majors has been found a fundamental concern of Buraydah Community college in Qassim University, Saudi Arabia. The aim of this study has been to identify English language speaking skill needs of English language majors and investigate the impact of using Open Discussion Sessions, as extracurricular speaking activities, on developing students’ oral communicative abilities. Thirty-five students and eleven English language teachers participated in the study. Data were collected quantitatively and qualitatively by means of survey questionnaires, semi-structured interviews and pre-post speaking test. Both descriptive and inferential statistics were employed in analyzing the raw data collected. The results of the study exposed a perceived need for developing Saudi EFL students’ speaking skill in English as their oral communicative abilities dramatically increased for their needs and interests were clearly identified and the methods for fulfilling those needs were more innovative. Post-test speaking results revealed significant development in students’ speaking abilities due to the use of Open Discussion Sessions that provided a relaxed learning environment void of worry and enhanced learners’ self-confidence through active involvement with real communicative situations with other students as well as with the instructors. Finally this study provided a framework with techniques and procedures that helped teachers to teach speaking skill more efficiently. Suggestions focused on incorporating Social Network Sites and visual cues to enhance students’ interactivity and participation outside the college borders.</p>

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Journal articles on the topic 'Community college instructors'

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